2405 research outputs found
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‘Take out your library books’: An exploration of teachers’ perspectives and experiences regarding reading for pleasure within a disadvantaged Irish primary school context
No full textThe main focus of this research is to explore the experiences and perspectives of teachers’
regarding Reading for Pleasure (RfP) in school in a disadvantaged Irish classroom context.
A qualitative descriptive approach was utilised through semi-structured interviews to collect
data. Teachers (n=5) working in a DEIS band two context were recruited through purposeful
convenience sampling and data was gathered via semi structured interview. Thematic data
analysis was implemented to produce findings.
The key findings that were explored were the challenges and barriers that exist regarding RfP,
the facilitators of RfP and the organisational factors that affect RfP in this disadvantaged/DEIS
context. These findings chime with that of international literature on RfP and enable the
perspectives and experiences of Irish teachers to become part of the international
conversations regarding RfP.
RfP urgently requires a higher status in disadvantaged schools as an aim to reduce the
achievement gap between children who come from lower socioeconomic status homes and
their middle class peers. RfP is well linked to academic success and literacy gains in current
literature and literacy permeates every aspect of the Irish Curriculum. Thus, the need for
additional exposure to RfP experiences in school.
Further study should be carried out regarding reading for pleasure in the Irish context due to
the small scale of this research project.N
Iniúchadh ar shainriachtanais príomhoidí nuacheaptha i mbunscoileanna lán-ghaeilge i bpoblacht na hÉireann
No full textTugann an taighde seo faoi iniúchadh a dhéanamh ar shainriachtanais príomhoidí nuacheaptha i mbunscoileanna lán-Ghaeilge i bPoblacht na hÉireann. Aithnítear go forleathan an tábhacht a bhaineann le ceannaireacht scoile éifeachtach agus an tionchar a imríonn sí ar ghnóthachtáil daltaí (Fullan, 2006). Thabharfadh an litríocht idirnáisiúnta ar shuímh thumoideachais le fios go n-éilíonn an sainchomhthéacs áirithe seo tacaíochtaí ar leith (Ó Ceallaigh agus Ní Shéaghdha, 2017; 2021a&b.) Léiríonn an taighde go mbaineann dúshláin ar leith le tréimhse athraithe príomhoideachta (Ritchie, 2020) agus aithnítear an gá le tacaíochtaí a chur ar fáil do phríomhoidí nuacheaptha (CSL, 2021).
Baineann easpa taighde le taithí príomhoidí nuacheaptha i mbunscoileanna lán-Ghaeilge áfach, agus tugadh faoi thaighde a dhéanamh chun léargas a fháil ar thaithí phríomhoidí i luathbhlianta a ról, i mbunscoileanna lán-Ghaeilge, le patrúin agus treochtaí a aithint chun go bhféadfaí tabhairt faoi shainriachtanais an ghrúpa seo a thuiscint níos fearr.
Cíortar litríocht náisiúnta agus idirnáisiúnta mar a bhaineann le sainchomhthéacs an tumoideachais, le hinbhuanaitheacht róil an phríomhoide, leis an tréimhse athraithe príomhoideachta agus leis an próiseas féinmheastóireachta scoile.
Baineadh leas as modhanna measctha le sonraí a bhailiú ó shampla breisitheach de phríomhoidí a oibríonn i scoileanna lán-Ghailge a gceapadh iad le trí bliana anuas. Úsáideadh uirlisí an cheistneora agus agallaimh leathstruchtúrtha chun iniúchadh a dhéanamh ar thaithí na rannpháirtithe ar luathbhlianta a ról.
Aibhsíodh tábhacht agus tionchar an tsainchomhthéacs go seasmhach i dtorthaí an cheistneora agus na n-agallaimh leathstruchtúrtha araon. Aithníodh mórtheamaí áirithe mar chonclúidí ginearálta agus pléitear roinnt moltaí mar a bhaineann le: Tosca Spreagtha; Ullmhacht agus Forbairt Acmhainn na Ceannaireachta; Réamhullmhúcháin; Pleanáil Chomharbais agus an tAistriú Cumhachta agus Eolais; Forbairt Ghairmiúil Leanúnach; Tábhacht an Líonraithe; agus Dúshláin don Phríomhoide Lán-Ghaeilge.
Táthar ag súil go mbeidh torthaí an taighde seo úsáideach do lucht déanta beartais, pátrúin scoileanna, eagraíochtaí tacaíochta do phríomhoidí, eagraíochtaí tacaíochta do scoileanna lán-Ghaeilge, lucht deartha chlár forbartha gairmiúla leanúnaigh agus do phríomhoidí lán-Ghaeilge iad féin.N
A qualitative exploration into teacher’s experiences of using technology to support literacy instruction in the primary school classroom – an Irish context
No full textThe use of technology in education is becoming increasingly pervasive. The majority of studies in this area are related to the adoption of technology at a broad level, and there are few studies that explore the contextual application of technology. This study aims to examine teacher’s experiences of using technology to support literacy instruction in Irish primary schools. It also examines teacher’s perceptions of the future of technology-enhanced literacy instruction and the impact of the Covid-19 pandemic on teacher’s technology use in the classroom. Semi-structured interviews were conducted with eight teachers from diverse backgrounds and schools. From the interviews, seven key themes emerged, in particular the impact of CPD on teachers’ experiences, assistive technology use for those with literacy needs, and lack of funding and resources. Overall, this study highlights the importance of teachers’ effective use of technology to support literacy instruction and places emphasis on the need to improve the quality of training opportunities, access to suitable devices and provide adequate funding. Addressing and responding to these issues will shape the future of literacy instruction and ensure the existence of an inclusive learning environment for all children in Ireland.N
How does a STEM-centred curricular approach promote inclusivity in a 4th class setting?
No full textThere has been an influx of STEM Education in our educational systems and the media in the last number of years. There has also been huge pressure to provide more inclusive teaching and learning environments.
This study examines how a STEM-centred approach to learning promotes inclusion within a mainstream, fourth-class setting. It examined the use of UDL for all learners, to implement STEM activities within the classroom. Furthermore, it explored key considerations when implementing a STEM-centred curriculum to promote inclusion.
The research approach was action research, conducted using an interpretivist paradigm. Qualitative data was collected in the form of observations, a focus group interview and reflective diary and analysed thematically.
The findings indicate that a STEM-centred approach to the curriculum could be used to promote inclusion. However, principles of Universal Design for Learning were central in the program design and implementation. STEM activities as a facilitator for skill development is also quite evident. It also highlighted opinions the children had about judging people based on ability and accent. The central role of creativity within STEM education was also brought to the forefront, as the children favour activities that allow them to be imaginative. STEM as active learning and a facilitator for kinaesthetic learning are also recognised.
In general, the researcher has a deeper understanding and appreciation for STEM education activities and their role for inclusion and skill development.N
An investigation into the lived experiences of Irish primary school teachers and SNAs regarding inclusive practice with autistic children
No full textIn Ireland, over the past decade, the number of children being diagnosed as Autistic has increased. In 2016, a study conducted by DCU noted that there is approximately 1.5% of the population of Ireland diagnosed as having Autism. It was also noted that there were 548 Autism Specific Class in 2011. Between 2011 and 2019, this number rose by 196 percent from 550 classes in 2011 to 1,620 classes in 2019 (NCSE, 2019).
In many Primary School Settings, there is a significant number of pupils diagnosed Autistic in mainstream class settings. This means that they are in the same class as non-autistic children, and this can sometimes prove difficult for educations, owing to the often specialised education plan autistic children require.
With the increase in the number of special classes and special schools in Ireland in recent years, are we operating under an inclusive model of education, or are we further segregating autistic children from their peers?
This research will aim to explore inclusive education, and look at the lived experiences of educators in Ireland, trying to understand whether these lived experiences shape our educational provision for autistic children in Ireland today.N
How teacher mentored student leadership programmes develop leadership capacity within the school environment
No full textThis study was designed to explore how teacher mentored student leadership programmes develop leadership capacity within the school environment. Literature on leadership and mentoring indicates that there are many benefits to developing leadership capacity in schools but it is limited to that of adults, therefore there is a gap in the literature. Globally, literature promotes the significance of the continued professional development of teachers in mentoring students to develop their leadership capacity in a number of school based programmes, such as the Student Council.
The aim of this research was to identify staff and students perspectives on the current practices for developing leadership capacity in schools. The study was conducted in one secondary school in West Clare with students from first to sixth year, and teachers and staff from different subject areas, involved.
The research was conducted within an interpretive and participatory paradigm, using a qualitative approach. All staff and students involved with student leadership programmes in the school were asked to complete an anonymous survey with four teachers and five students selected for data collection conducted through semi-structured individual interviews, which were analysed using thematic content analysis.
A number of themes emerged in this research study’s findings, including; Examples of Student Leadership, Involvement in Student Leadership, Importance of Promoting Student Leadership, Facilities and Resources needed to support Student Leadership, Advantages and Disadvantages of being involved and promoting Student Leadership, Student Voice in the Classroom, Extracurricular Activities and Student Leadership, Skills/Qualities needed as a teacher to help develop students’ leadership capacity, and What prevents students from developing leadership capacity.
The study highlights the importance of teacher-mentors in developing leadership capacity in students as well as the benefits student leadership programmes have on students for now and in the future.N
The new theory of vision and its role in Berkeley’s philosophical system
Get PDFThis thesis examines George Berkeley’s New Theory of Vision and considers its role within his overall philosophical system. While the core claims of the New Theory and their relation to the later works has engaged much scholarly attention, we will seek to address persistent exegetical difficulties which mask the complexity of Berkeley’s account of visual spatial perception. While much of our discussion will focus on the relationship between the New Theory and the Principles and Three Dialogues, our analysis will extend to all of the works published between 1709 and 1733; the period commencing with the first publication of the essay on vision and concluding with the publication of Alciphron and the Theory of Vision Vindicated. I will seek to establish that Berkeley never abandons the core claims of his essay on vision and that this work has a central role in enabling him to achieve his larger philosophical ambitions. My overall aim is twofold: to offer a reinterpretation of the New Theory of Vision and to demonstrate that once its central doctrines are correctly understood, this work forms an integral part of Berkeley’s overall philosophical system.
One of my central interpretative claims is that Berkeley devotes the New Theory to offering a positive account of spatial perception. I will seek to show that this account of spatial perception offers a significant insight into the role of finite volition in Berkeley’s system and commits him to the constitutive volition thesis. I will seek to establish that his account of spatial perception forms an integral part of his larger metaphysical ambit, and that he seeks to offer a positive account of spatial perception with a view to countermanding the Newtonian account of absolute space. I will also examine the relationship between Divine and finite spirits in Berkeley’s system. I will conclude by suggesting that the account of agent causation which we attribute to Berkeley is one that he would have assented to on theological grounds, as it enables him to establish the providence of an immanent Deity and thereby enshrine the unity of God and Man.N
Cén tionchar atá ag cur chuige trasteangaithe ar úsáid na Gaeilge agus ar mheon daltaí in ardranganna tumoideachais?
No full textÁbhar conspóideach is ea an trasteangú ó cumadh an téarma i lár na 20ú haoise. Léiríonn an taighde sa ghort an fhorbairt atá tar éis teacht le níos mó ná leathchéad bliain ar an dtuiscint atá againn ar bhuntáistí agus dúshláin an chuir chuige.
Beartaíodh sa taighde seo ar iniúchadh a dhéanamh ar dhá ghné den trasteangú: a thionchar ar úsáid na Gaeilge, chomh maith lena thionchar ar shealbhú spriocstruchtúir aitheanta, chomh maith le tionchar an trasteangaithe ar mheon daltaí in ardranganna tumoideachais.
Is le paraidím an tógachais shóisialta atá an taighde seo bainteach agus úsáideadh modhanna measctha le sonraí bailí agus iontaofa a bhailiú. Na huirlisí a úsáideadh ná réamhscrúdú, iarscrúdú, ceistneoir, dialann teanga agus grúpaí fócais. Léirítear torthaí an taighde i gcaibidil a ceathair agus tugtar moltaí don fhorbairt ghairmiúil, do mhúinteoirí, d’eagraíochtaí Gaeilge agus do thaighde amach anseo sa chonclúid.
An aidhm a bhí leis an taighde seo ná iniúchadh a dhéanamh ar thionchar an trasteangaithe sa suíomh tumoideachais Éireannach ar mhaithe le saibhriú an ghoirt náisiúnta agus chun calabrú a dhéanamh idir an taighde seo agus taighde idirnáisiúnta.N
Teaching responsible consumption and production (SDG 12) in four primary schools in the Midwest of Ireland; an exploration
No full textThis thesis investigates educators' perspectives on teaching and practicing Sustainable Development Goal 12 (SDG 12), which focuses on Responsible Consumption and Production, in four primary schools in the Midwest of Ireland. Building on prior research in Education for Sustainable Development (ESD), this study aims to identify effective teaching methods and address the gap between educators' awareness of SDG 12 and the practical challenges they encounter. Situated within the constructivist paradigm, the research employs a mixed-methods approach. It begins with questionnaires distributed to teachers and principals to assess their initial understanding of SDG 12, followed by in-depth focus groups and semi-structured interviews to explore their perspectives and experiences more comprehensively.
The findings indicate that educators are highly motivated and eager to incorporate SDG 12 into their curriculum, recognizing the importance of adequate training and resources to teach this topic effectively. They also acknowledge the necessity for systemic changes at a global level to support the efficient practice of SDG 12. This study aligns with previous ESD research, underscoring the critical role of continuous professional development and resource allocation for successful implementation in primary education.
Additionally, the study recommends that SDG 12-related competencies and learning objectives be tailored to be age-appropriate for students. It calls for policy reforms to address the challenges that hinder the national implementation of SDG 12. Future research should consider a broader range of schools, conduct longitudinal studies on student outcomes, assess various teaching methodologies, and examine policy frameworks to enhance the integration of SDG 12 in education.N
A study of effective mentoring strategies for newly qualified teachers completing the Droichead process in an Irish primary school setting
No full textThis study aims to explore the perceptions and experiences of effective mentoring strategies
that PST (Professional Support Team) members can utilise when collaborating with NQTs
(Newly Qualified Teachers) completing the Droichead process in an Irish primary school
setting. The Droichead Process (2017) is the only avenue for teacher induction for primary
school teachers in Ireland in 2024 and there is limited research on the area of mentoring
strategies to date. This study sought the views of PST members and NQTS to gain their insights
into mentoring strategies to divulge their impact and effectiveness.
A qualitative approach was used in this study, guided by the constructivist paradigm and
subject to purposive and convenience sampling. 4 PST members and 3 NQTs were interviewed
and a reflective journal was utilised by the researcher. The data was coded and transcripts were
analysed thematically (Braun and Clarke, 2006).
The key findings of this study are the importance of trusting professional relationships without
judgement between PST members and NQTs. Regular contact between PST members and
NQTs is vital to the mentoring process. Teacher observation provides mutual benefits for PST
members and NQTs and there is a very positive outlook on the initial mentor training provided
to PST members. Challenges arose around the absence of a definition for the term ‘experienced
teacher’ in the Droichead policy, the area of mentor retention, time pressures and the impact of
COVID-19 on NQT’s experience of teacher observation.
Recommendations were made based on the data and made to policy makers, primary school
leaders and PST members concerning defining the term ‘experienced teacher’, facilitation of
regular interaction between PST members and NQTs, and around the area of teacher
observation. Future research should focus on the area of mentoring strategies on a broader scale
and also on the topic of mentor remuneration.N